1

CHAPTER 1

THE PROBLEM

Introduction

Perception plays a crucial role in behavioral changes and also it is the

process of treatment of students about the information they get from the subject.

All of the learning process always begins with perception. The perceptions can be

interpreted as a feeling of being more like and interested in something or activity,

without anyone ordering. Perceptions filtered through the lens of our previous

experiences, attitudes, beliefs and influenced by the people around us. Some

students pick and choose according to the expectations and fit what they see into

an image of reality which have already formed. That interest can foster a sense of

curiosity that causes someone to try to dig up information about social studies

subject.

Social studies defined as an “interdisciplinary field that incorporates history

as well as the social sciences, including economics, sociology, geography,

anthropology, sociology in order to provide students with democratic citizenship

and civic education”. Social Studies subject encourage students to be aware,

connect them into a real world and learn about places, cultures, and events,

conspired to make them the way they are, and can make discernment about how

the rest of the world works. According to Samsudin (2017), the main philosophy

behind teaching Social Studies is to cultivate an awareness that could transform

them into an effective and efficient citizens. It is essential in today's world because
 2

social studies subject uplift students to participate in their communities, improves

their productive and creative thinking, fosters cultural sensitivity, broadens their

global viewpoint, and promotes information values. “Without social studies, we lose

the civic mission of public schools,” said Stephanie Serriere, a former early grade

teacher who is now an associate Professor of social studies education at Indiana

University Purdue University Columbus. This is why Social Studies subject

matters. Students must study how society works, and how people work in a

society. Social Studies develops the key values and attitudes, knowledge, and

skills and the processes necessary for students to become active and responsible

citizens, engaged in the democratic society and aware of their potential to bring

change in the community, society and world.

Through the years, ongoing changes in curriculum design, teaching

methodology, and administrative practices that help to improve students’

performance in Social Studies. Cited by Irmiya (2019), the nature of Social Studies

subject in Nigerian secondary schools emphasize students’ familiarity with their

physical and social environment; improved social relationships and interactions;

skills and ability to think reflectively, critically and creatively. In the Philippines,

social studies is one of the important subject to be taught in the students, because

it’s help them to understand about the human relationships and how they interact

with their environment, beliefs and culture in order to build a Filipino nationhood.

In the context of K-12 curriculum, it accentuates the role of Social Studies in

“developing the students’ perspective, literacy and effective engagement”. Social

 3

studies exploit skilled citizens to be trained and develop a social personality and

attitude essential for democratic living (Garcia, 2020).

However, there are some students still perceive Social Studies classes as

boring and dull which seems to affect their performance all the time. Gharibi (2009)

revealed that, although students viewed and learning Social Studies as enjoyable,

they did not see Social Studies as useful for a career or being related to their lives.

Mensah and Frimpong (2020) reported that students ranked Social Studies well

below among the other subjects like Math, English and Science. But, while

students may not paying so much attention on these subjects, it perceived by

others as being important subjects in gaining future employment and therefore

essential subjects to study.

Thus, students who liked the subject had high perceptions of Social Studies.

Students took a responsibility for their own learning, motivated by receiving good

grades and attributed their success to personal effort. On the other hand, those

students who were not interested in subject perceived it to be difficult to understand

and irrelevant to their future needs. These students differed in reasons and

perceptions which included external causes such as difficult content and poor

teacher’s teaching strategies and internal cause such as lack of effort, peers and

family involvement that influence or affects students’ perception. This research

study aims to know the perception of students of Gubat National High School

towards Social Studies subject. The researchers will determine the perception of

high school students towards social studies subject if it is a positive and negative
 4

perception. It is very important to analyze how this will affect the point of views and

mindsets of the students.

Statement of the Problem

The present study determined the perception of the students in Gubat

National High School towards Social Studies subject. Specifically, it sought

answers to the following problems:

1. What is the profile of high school students in terms of;

a. Age

b. Sex

c. Grade Level

2. What is the perception of High School students towards Social Studies

Subjects?

3. Is there a significant relationship between high school students' perception on

Social studies subject and students’ profile?

4. What can be proposed to solve the problems met?

Scope and Delimitation

This present study aimed to determine the perception of students as far as

social studies subjects are concerned. This study was confined to the perception

of Grade 7-10 students of Gubat National High School. There are 98 participants
 5

or respondents in this study consisted of twenty-four (24) students in Grade 7 ,

twenty-four (24) in Grade 8, twenty-five(25) in Grade 9 and twenty-five (25) in

Grade 10 that were selected using random sampling.

This research study not included those students who are in Senior high

school, elementary students, college students, irregular students ,out of school

youths, TESDA, principal, teachers, stakeholders, and school administrators.

Significance of the Study

The present study aimed to determine the perception of students towards

social studies subject. This study is significant to the following entitles:

Students. The findings of the study will be of help for them to realize that

social studies subject is interesting, beneficial and conducive to learning. It makes

the student responsible, active and reflective towards the society by providing them

with opportunities of acquiring knowledge and learning social studies that are

relevant to their present and future needs.

Teachers. This study may be beneficial for the teachers as a guide in

providing learning-teaching activities and prepared for the acquisition of values in

social studies lesson

Parents. The study may help parents in monitoring the participation and

performance of their children in every activities related in Social Studies.

 6

School Administrator. This study will be of help to inform actions to be

made through policy making, improvement of practice in the classroom

setting, and academic tool in facilitating and cultivate learning..

Curriculum Planner. The study may elicit insights on what measures are

appropriate to help students, teachers orient regarding the social studies subject.

It will give great account and contribution to current knowledge for institutional and

other organizations’ programs.

Policy Maker. The study can be used as an input for development policies,

improve communication, dissemination and implementation of research

recommendation.

Researchers. The research study may be used as a reference data and

guide for other researchers in conducting new researches or in testing the validity

of other related findings.

 7

NOTES

Samsudin, A. (2017, August 30). Why study social studies? Retrieved from
https://www.schoolbag-edu.sg/story/why-study-social-studies
National Council for the Social Studies, (1921). Retrieved from
https://www.socialstudies.org/social-education/85/5/motivating-students-
research-about-great-chicago-fire-1871-wpa-life-history
Irmiya, R.A., Bitrus, G., & Irmiya, S.R. (2019). Investigation of Students’
Perception of Social Studies Education for Effective Citizenship in Federal
College of Education, Pankshin, Nigeria. KIU Journal of Social Sciences,
5(2): 271–282. Retrieved from https://eric.ed.gov/?id=ED113241
Garcia C.E. (2020). The role of social studies course in the 21 st century society:
perspective from educators and learners. Journal of world Englishes and
educational practices (JWEEP), 3, 2707-7586. DOI:
10.32996/jweep.2021.3.1.2
Frimpong, A. & Mensah R.O. (2020, March 21), Factors affecting Student’s
attitude towards the learning of social studies in the Accra Metropolis of
Ghana: A mixed method analysis. Retrieved from
https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3623891
Al-Gharibi, Z. (2009). Attitudes related to Social Studies with young adolescents
in the Sultunate of Oman. Retrieved from
https://www.semanticscholar.org/paper/Atttudes-Ralated-to-Social-
Studies-With-Young-in-Al-Gharibi
Yarnefi, Kartikowati, S., & Gimin. (2019). Interest and factors affecting student in
choosing social departments. Journal of Educational Sciences, 3(2), 227-
236. Doi:10.31258/jes.3.2.p.227-236
Yoo, D.M. & Kim, D.H. (2019). The relationship between students’ perception of
the educational environment and their subjective happiness. BMC Med
Educ 19, 409. doi:10.1186/s12909-019-1851-0
 8

CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

In this chapter related literature and studies were presented. These gave

the researcher a clearer view and also provide a strong foundation of useful known

facts that contributed to the complete understanding of the study.

Related Literature

As cited by Wayne (2012), Social Studies defined on his book as the

“preparation of young people so that they possess the knowledge, skills and values

necessary for active participation in society” and it has been a primary part of

schooling in North America since colonial time. The proper purpose or goal of

Social Studies is “citizenship education,” or the development of young people to

process the knowledge, skills, and values essential for active engagement in

society. Citizenship requires students to participate actively while learning in the

classroom. Instruction should provide activities that engage students so that they

learn and involved in the civic life of communities, state, and nation.

By means of social studies, students develop historical thinking and literacy

as a way of interpreting our world. Athlos Academies director of instruction and

assessment, Stephanie Ndiaye, said, “A historically literate student can question

and analyse historical sources, understand historical context, and investigate

multiple accounts and perspectives that explain past changes”. Students acquire

historical thinking and literacy as a means of navigating the society through Social
 9

Studies. It is not simply a discussion of literature but also it integrate knowledge

about the past into the context of society today.

According to Parker (2015), stated that Social Studies is where students

learn to observe and interpret the world, its people, locations, disasters or tragedy

culture, systems and problems now and in the past is at the heart of a good school

curriculum. Students were helped deliberately to understand, care for, think deeply

and take their place on the public stage in Social Studies lessons and units of

study.

In the book entitled “Teaching Social Studies Today” written by Shoob and

Stout (2017), signified that an effective, active, and have an engaging Social

Studies classroom or learning environment will support students to participate and

have an essential learning experiences that prepare them to become a productive

and responsible citizen in the society. Through the cultural world in the past up to

the present society and by participating in learning experiences the students would

enable to process information in a various way.

Throughout the years, economics, world/American history, government and

other Social Studies topics are always been among the most dreaded classes in

student’s schedule. Weaver (2018), shown on his research study that student’s do

not enjoy their Social Studies classes and even compared it with English , Math

and other subjects. Although Social Studies have a great opportunity to change

the way how student’s think and sees the world they live in but almost of the

students’ perceive Social Studies to be the least important subject and left behind
 10

in school, unlike English, Math and Science were constantly being introduced that

serve as the key to success and as the utility for their future jobs.

On the other hand, Ramiscal (2021), stated that the Social Studies K-12

Curriculum Guide of the Department of Education goals of teaching social studies

is to “develop students’ understanding, regarding primary ideas of historical,

geographical, political and economic issues”. The study gives emphasis on

understanding rather than memorizing the concepts in social studies. The students

must create their own meaning about the topics they are studying and to be able

to contextualize it in real life scenarios by making it purposeful to them including

the type of society in which they live in.

In the statement written in Press Reader (2017), Jonel Acuril mentioned that

social studies is very essential subject in understanding the many “facets of society

and how it runs is essential for all grade levels of students from elementary through

college”. Social studies is a broad subject that includes important aspects of the

many different parts of the humanities and social sciences; it is important for every

person to have a basic understanding about the subject that have molded modern

society. Social studies acknowledged for social understanding, encourage civic

efficacy, teach critical thinking, instill character and to perform their role as a citizen

in a democracy society effectively.

The teaching of social studies (Araling Panlipunan) is expected to contribute

to the development of people who is aware and knowledgeable of and have a

courage to analyze current issues and concerns in the local and global levels.

Effective teaching of Araling Panlipunan is denote as meaningful because the

 11

learners or students’ see the relevance and connection of the lesson to their lives

because it is a real world application. (Del Rosario, 2014).

According to Seloterio (2018), the study showed the sad reality that most of

the students find Araling Panlipunan subject as a dull and boring subject because

the subject is dealing with history, economics and politics and even of government,

constitution and society. The contents of the subject are broad to comprehend and

difficult in nature that it should be taught in an expansive way. For these reasons,

learners find it boring and disinterested in the subject.

Ahmed and Maryam (2016), the study concluded that mostly students had

negative attitude and perception towards social studies subjects because they are

dependent on their families. Their parents motivate them for those subjects who

have greater high paying job opportunities in society such as engineering, biology,

physics, medical, in short all natural sciences. The students also reported that their

teacher did not motivate them for social studies subjects so that’s why they had

little or no knowledge about social studies.

Related Studies

In a study that conducted by Osmanoğlu and Emin (2021), determined the

attitudes and perceptions of secondary school students who took Social Studies

subject. By the population of the study of 150 students who are in the 5 th, 6th and

7th grades of the secondary school located within the borders of Bingöl in Eastern

Turkey, the findings of the study revealed that the majority of students understand
 12

and having a positive perceptions on their teachers’ who give lecture presentations

and prefer social studies lessons at school through watching on television. This

study is similar to the present study in terms of target participants which is focused

on perceptions of students’ in secondary level while they differ from one another

in terms of method and data gathering procedure. The study used “scale of

attitudes and perceptions towards social studies course broadcasted on TRT EBA

secondary school channel“, while the present study only used survey and

questionnaire in data collection/gathering.

Kaf and Yilmaz (2017), conducted the study with a purpose of investigating

the effectiveness of creative drama as a teaching method in academic

achievement and retention in Social Studies students. There are 81 students in a

public school in Adana Turkey who participated through the use of quasi-

experimental research design model. The research findings indicated that the

creative drama method has a significant effect on Social Studies achievement and

student’s attitude towards Social Studies but not a significant effect on retention of

social studies knowledge. This study was similar to the present study as they have

the same level of participants but they differ in terms of the research design. The

study present a quasi-experimental by using “Attitude towards Social Studies

Scale” and processed by using covariance analysis while the present study will

use survey and questionnaire in analysis and gathering data.

In the study conducted by Mathé and Elsad (2018), they explore how 16 to

17 years old student’s experienced within the Social Studies classroom. To meet

their goals regression analysis was used on a survey of Norwegian students with
 13

the dependent variable given which is the student’s perceptions of citizenship

preparation in Social Studies. As the result, the analysis indicates that enjoying

Social Studies was strongly associated with the given variables and also by the

teacher’s contribution, teaching democracy and politics or regarding Social Studies

topics are also significant. This study was similar to the present study based on its

purpose and participants while the difference between them was this study had a

specific age target while the present study focus on high school students without

specific age requirement.

Dundar and Rapoport (2014), revealed on their study that the upper

elementary students (Grade 4 and 5) demonstrated more negative attitudes toward

social studies than Math or Science. The students’ consider social studies harder,

less valuable and less useful than other subjects. As a result, elementary students

are less willing or enthusiastic to learn social studies. The various reasons for the

prevailing negative attitudes towards social studies among elementary students is

the most obtrusive marginalization of social studies as evidenced by the decrease

of time spent on social studies instruction in the classroom. This study is closely

similar to the present study because it emphasize the attitudes of the students

toward social studies. The study focused on elementary participants while the

present study is in Secondary high school.

Zhao and Hoge (2005) conducted a research in Northest Georgia to

determine the elementary students’ perception and attitudes about social studies

in an open-ended situation. The findings stated that most of the students has a

negative attitudes toward social studies because it is consider as irrelevant to their

 14

lives and the reason for the limited knowledge of basic topics and little or no social

studies instruction. This study is similar to the present study because they seek for

the findings on how the students see and what are their behaviour in social studies

subject while they differ from one another because this study focus on students in

elementary level while the present study have a junior high school students level.

According to the study conducted of Eryilmaz et. Al. (2018), that participated

by 24 primary school students from different socio economic levels and 11 Social

Studies teachers through qualitative research approach, The study determined

that the perception of teacher’s and student’s towards Social Studies subject as

an active citizenship and mostly being aware of their rights and responsibilities.

The teachers’ can organize activities and these activities can arrange as an

informative about citizenship education and developing active citizenship

participation. This study was similar to the present study in terms of the purpose

which is to know and understand what are the perceptions of students’ towards

Social Studies while they differ from the method they used. This study used

qualitative research approach while the present study is quantitative research

approach. The study also identified the perception of teacher’s while the present

study was not included the teachers’ perspective.

In a study conducted by Rachael (2015), the research findings revealed that

students’ perception on the role of Social studies in security education is a mean

of maintaining law and order which helps in promoting the security in Nigeria.

Social studies is defined as an instrument for effective teaching and learning of

 15

fairly values like honesty, disciplines, obedience, perseverance and maintain of

societal values which provides security and eradicate insecurity or flaws in Nigeria.

Khaled (2013), conducted a study that revealed students seemed to be

honest, open minded, and expressed a genuine interest for social studies. During

the interviews, students expressed the importance of a solid education, which

included social studies education, active learning, and teacher enthusiasm. All

these elements helped to instill a positive attitude in the students. They believed

that Social studies were a good option for an elective course. Other themes

mentioned in the interviews, such as an undemocratic educational system,

discipline, (pertaining to several topics) and the importance of a clean campus did

not change students’ perceptions of social studies. This study is similar to the

present study in terms of knowing the perceptions of students towards social

studies while they differ in research instrument were they used pure interview while

the present study focused only on survey questionnaire.

The study conducted by Garcia (2020), determined the role of Social

Studies (Araling Panlipunan) to the present and modern society from the

perceptions of the Social Studies teachers and senior high students of Zone 4,

Division of Zambales, Philippines. The findings from the students’ perception show

that the Social Studies teachers execute lessons and provide classroom settings

in which the roles of Social Studies Program to help the students acquire

knowledge and enhance understanding on society.

Guimba et. Al., (2016) conducted a study among Grade 9 students in

Mindanao State University-Integrated Laboratory School. Based on the findings

 16

gathered in this study, it was found out that the high image of Social Studies was

caused by the students’ belief that the subject was relevant to their future

occupations. According to their answers the main activities involved were reading,

listening to the teacher, copying from the blackboard and whole-class discussions

orientated learning activities. Students indicated that they wanted group work,

relevant and interesting topics and more visual aids in Social Studies.

These two studies are similar to the present study since it emphasize the

perception of the students regarding the importance of learning social studies

subject for the future occupation, relevance of teacher’s involvement that provide

good and positive discussion that helps students motivate in understanding social

studies which are also the main purpose of the present study. However, they differ

in terms of target participants.

On the other hand, the study conducted by Tomarong and Quebada (2018),

surveyed a total of 50 Grade 10 students of Castillejos National High School. 45

of the participants are Grade 10 Zircon which consists of 20 boy and 25 girls while

the remaining 5 participants were boy from the other section. The study revealed

that the students perception in social studies was boring because of the discussion

were taught by the teachers and learning style and strategies in teaching that affect

the student’s boredom in social studies. The study is similar to the present study

as it discerned also a perception of the students in social studies subject as an

implication of teacher’s learning style and strategies that have negative effects on

student’s interest such as boring, irrelevant and being dull. The study focused on
 17

Grade 10 students only as their participants which is different from the scope of

present study.

A study by Crisolo et. Al., (2021), conducted a study focused on the

significance of social studies in 21 st century society. They surveyed 25 Grade 7

students enrolled in a public secondary school in Zambales, Philippines. The

results of the study revealed that the nature of subject itself still relevant today as

it “encourages community participation, foster cultural sensitivity, promotes cultural

heritage, serves as meaningful information and brings people back to the past”.

Synthesis of the State-of-the-Art

Many researchers and authors see social studies subject as a positive

perception in achieving democratic and citizenship education, understanding the

society, and learning the past and history. According to the literature gathered from

Wayne, Athlos Academies, Parker, Dhandhania, Shunk and Judith, Ramiscal,

Panay News, social studies is an important subject that enhances the students’

knowledge and values essential for active engagement in society, understanding

regarding primary ideas of historical, geographical, political and economic issues,

encourage civic efficacy, instill character and provide students with an

understanding of their role as a citizen. Social studies. These are also supported

by the studies of Khaled and Crisolo.

According to the studies gathered from Guimba, Beck, Garcia, Mathe and

Elsad, Eryilmas, Bursa and Ersoy, and Del Rosario, teacher’s contribution,
 18

teaching and learning style and strategies, teachers execute lessons and provide

positive classroom settings also a great help to the students in acquiring

knowledge and enhance understanding of social studies subject.

There are some studies that the researchers include that somehow closely

related or relevant to the study. These are the studies by Dundar and Rapoport,

though their research focused on elementary students only still the findings were

revealed the perception of students in social studies subject which are the main

purpose of the present study. Shoob and Stout also claiming that having an active

and engaging environment helps the students change their perception in social

studies classroom, the utilization of technology, creative drama and application of

watching television by learning social studies that will be found on the studies by

Osmanoğlu, Kaf and Yilmaz.

Despite the benefits of learning social studies subject, some writers and

researchers find negative perceptions towards a certain subject. According to

Weaver and Seloterio, students perceived social studies as boring, dull and far

away from the reality unlike other subject like Math, English, Science that students

see it has the key to success and have a greater high paying job opportunities in

society. Some also noted that students bored with the teacher-centered learning

and teaching strategies and only enjoyed social studies subject when they watched

video presentation, went to fieldtrips, and group work. These are supported by the

studies conducted by Ahmed, Maryam, Tomarong and Quebada.

 19

Therefore, there is a high regard for social studies subject perceived and

treated as one of the beneficial and enjoyable subject but there are still negative

implications of social studies subject in students’ perspective.

Gap to be bridged by the Study

The researchers' view of related studies had been made and it was

determined that Student's perception in Social Studies has a huge influence on

how they give importance to the subject. Majority of the gathered studies discerned

the idea that the students perceived social studies subject as a crucial, imperative

and have an interesting discussion were taught by the teacher based on their

learning styles and strategies. Student also sees it as an interesting, fun and one

of the most important subject, where in it help them to become a better citizen in

the society.

On the other hand, social Studies subject has been left behind from other

subject, as students’ perceive it as dull, boring, and challenging and more on

memorization subject and they see it has no connection to their dream jobs or to

their future occupation. The present study filled the knowledge gap on what is the

student's perception specifically if the sex or gender of high school students affects

their perception in learning social studies. It contributes to the existing studies

about student's perception towards Social Studies if it is known as a least love,

boring and uninteresting subject.

 20

Theoretical Framework

The following theories are deemed significant to the present study:

Social Learning Theory, proposed by Albert Bandura, emphasizes the

importance of observing, modelling and imitating the behaviours, attitudes,

perception of others. Social learning theory considers how both environmental and

cognitive factors interact to influence human learning. So, social studies tries to

model the child’s behaviour to reflects the acceptable norms, attitudes and values

in society.

Self-perception theory suggests that people develop attitudes and opinions by

observing their own behaviour and drawing conclusions from it. This theory also

downplays the role of internal thoughts and emotions in attitude formation.

According to self-perception theory, you didn’t decide that you like social studies

subject because you think it’s the best type of subject and there’s a lot of

advantages you can get or because learning to it makes you feel good and help to

understand the society we live in. Instead you decided that you like social studies

based on the fact that you use to like it a lot among other subjects Thus, we learn

about ourselves and form self-judgments the same way we learn about and judge

others by observation.
 21

Self-Perception Theory Social Learning Theory

Daryl Bem (1970) Albert Bandura (1963)
This approach emphasizes the people Social learning is learning by
develop attitudes and opinions by observing other people with the goal
observing their own behaviour and of adapting one's perception
drawing conclusions from it in social studies contexts.

Figure 1. Theoretical Paradigm

 22

Conceptual Framework

The present study aimed to discerned the perception of students toward

social studies. The researchers used the Input-Process-Output scheme to

determine the perception of students of Gubat National High school as far as social

studies subjects are concerned.

The input phase are the profiles of the respondents, students’ perception in

social studies subject, relationship between the perception of social studies and its

profile, and actions proposed to solve a problem. Information about the profile of

the respondents include age, sex, and grade level of high school students

particularly in from Grade 7 to Grade 10. Included in the concept are the

perceptions of the students in learning social studies subject.

This was followed by the process through the use of survey – questionnaire

to gathered the appropriate data in order to answer the problems of the research.

There are two type of survey questionnaire that the researchers used. First is

online survey questionnaire through the use of google forms and send the link to

the intended participants (study sample) of the survey. Usually online forums,

social networking sites such as Facebook and e-mail contacts are used for sending

a questionnaire. Second, printed copy of survey questionnaire to those students

who were not able or having difficulties in accessing the google forms.

To develop the output of the study, the researchers come up a promotional

video presentation based on the findings/results of the study if it is negative or

positive perception of the students towards social studies.

 23

Feedback will take place after the accomplishment of the output as

determining factors to the input’s component through the identified process.

 24

Profile of the students

Perceptions of the Survey
students in social Questionnaire
studies subject
Interviews Video presentation
Relationship between about the students’
the perception of Information from perception towards
students towards different medium social studies
social studies and its
profile.

Problems
encountered in
learning social
studies subject

FEEDBACK

Figure 2. Conceptual Paradigm

 25

Definition of Terms

In this part of the research, the terminologies used are defined conceptually

and operationally.

Perception – According to the Merriam Webster, it is the “ability to see, hear,

or become aware of something through the senses”. It is the way in which

something is regarded, understood or interpreted. In the present study, perception

means the awareness of studying social studies at Secondary high school.

Social Studies. According to National Council for the Social Studies, it is the

“integrated study of social sciences and humanities to promote civic competence.

In the present study, it pertains to the views of the students about social and

historical understanding, civic efficacy and citizenship education.

Social understanding – According to PACE Academy it is a knowledge of

the human condition, how it has changed over time, the variations that occur in

different physical environments and cultural settings, and the emerging trends that

appear likely to shape the future in an interdependent world.

Students. According to Merriam Webster, students defined as a person who

attends a school, college, or university. In the present study, students refers to the

Secondary high school as a primarily target participants.

Students’ Perception. It is the process of nature observation and interpret

information that is in an environment with the use of the five senses. In the present

study it’s the understanding and attitudes by the students towards social studies.
 26

NOTES

Wayne, R. E. (2015). The social studies curriculum. Purposes, problems, and

possibilities. Fourth edition. Journal of social science education, 3, 1618-
5293. DOI: https://doi.org/10.4119/jsse-754

Athlos Academies (2019, January 25). Social Studies: Preparing students for the
real world. Retrieved from https://athlosacademies.org/social-studies/

Parker, W.C. (2015). Social studies today. Research and practice. Washington,
DC: Routledge

Shoob, S., & Stout C. (2017). Teaching social studies today. New York: Shell
Educational Publishing, Inc.

Weaver, M. (2018). High school students’ views of social studies. Honors

projects. 454. Retrieved from
https://scholarworks.bgsu.edu/honorsprojects/454

Dhandhania, T. (2021). The importance of social studies in the school curriculum.

The Progressive Teacher. Retrieved from
https://www.progressiveteacherin/the-importance-of-socialstudies-in-the-
school-curriculum/
Schunk, D., & Meece, J. (2012). Student perception in the classroom. Retrieved
from
https://books.google.com.ph/books?id=oPnlqsTU8lEC&printsec=frontcove
r&dq=All+about+student+perception+in+subject

Ramiscal, J. (2021, May 11). Relevance of social studies amid Covid-19

pandemic. The Manila Times. Retrieved from
https://www.manilatimes.net/2021/05/11/opinion/letters-to-the-
editor/relevance-of-social-studies-amid-covid-19-pandemic/872164/amp

Panay News (2017, February 4). Important of social studies today. Retrieved
from https://www.pressreader.com/philippines/panay-
news/20170204/281900182943203

Del Rosario, H.J. (2015). Learning experiences in Social studies. Retrieved from
https://prezi.com/efo43n5cdd91/learning-experience

Seloterio, A.L. (2018). Simplified study guide: Its effect to the performance level
in araling panlipunan among grade six learners. Retrieved from
https://pdfcoffee.com/araling-panlipunan-18-pdf-free.html

Ahmed, U., & Maryam, S. (2016). Secondary school student’s attitudes toward
the social science studies. International journal of academic research in
 27

progressive education and development, 5, 2, 2226-6348. Doi:

https://dx.doi.org/10.6007/IJARPED/V5-12/2093

Osmanoğlu, A.E., & Osmanoğlu, U.O. (2021), TRT EBA Secondary school
channel social studies courses: Attitude and perceptions of students. In:
education quarterly reviews, Vol.4 special issue 1: Primary and secondary
education, 226-239. DOI: 10.31014/aior.1993.04.02.242

Kaf, O., & Yilmaz, O.U. (2017). Effects of creative drama method on students’
attitude towards social studies, academic achievement and retention in
Turkey. European Journal of Educational Research, v6, p289-298.
Retrieved from https://eric.ed.gov/?id=EJ1149721

Mathé, N.H., & Elstad, E. (2018).Students’ perceptions of citizenship preparation

in Social Studies: The role of instruction and students’ interests. JSSE-
Journal of Social Science Education 17 (3), 75-87. Retrieved from
https://scholar.google.com/scholar?

Dundar, S. & Rapoport, A. (2014). Elementary students’ attitudes towards social

studies, math and science: An analysis with the emphasis on social
studies. The Councilor: A Journal of the Social Studies, vol. 75, no.2.
Retrieved from https://thekeep.eiu.edy/the_councilor/vol75/iss2/5

Eryılmaz, O., Bursa, S., & Ersoy, A.F. (2018). Social studies teachers' and
students’ perceptions of active citizenship and non-governmental
organizations. International Online Journal of Educational Sciences 10 (2),
258-276. Retrieved from
https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Social+Stud
ies+subject%3AStudent%27s+perceptions&oq=Social+#d=gs_qabs&u=%
23p%3DASO6VxB899cJ

Rachael, A (2015). The perception of students on the role of social studies in

security education in Nigeria. Retrieved fromhttps://www.researchgate.net/

Khaled A.F. (2013). Students’ attitudes toward social studies education. The
Journal of International Social Research. Retrieved from
https://www.sosyalarastirmalar.com

Garcia C.E. (2020). The role of social studies course in the 21st century society:
perspective from educators and learners. Journal of world Englishes and
educational practices (JWEEP), 3, 2707-7586. DOI:
10.32996/jweep.2021.3.1.2

Guimba, W.D., Aguino J.U., & Banissa A.G. (2016). Attitudes related to social
studies among Grade 9 students of MSU-ILS. Retrieved from
http://dx.doi.org/10.17758/URUAE.UH0516030
 28

Tomarong, B.C., & Quebada, L.F. (2018). Causes pf students' boredom in social
studies discussions. Retrieved from https://myreadables.com/why-
students-get-bored-in-the-classroom-reasons-and-remedies/amp/

Crisolo O.R., Camposano S., & Rogayan D. (2021). Relevance of social studies
in the 21st -century society: Students' perspectives project: Social studies
education. Retrieved from
https://www.researchgate.net/publication/317341173_Relevance_
of_social_studies_in_the_21st_century_society_Students'_perspectives

McLeud, S. (2016). Albert Bandura’s social learning theory. Simply Psychology.

Retrieved from https://www.simplypsychology.org/bandura.html
Bem, D. (1970). Self-perception theory.Retrieved from https://
https://www.alleydog.com/glossary/definition.php?term=Self-Perception
Merriam-Webster (Accessed 30 Oct. 2021). Students. Retrieved from
https://www.merriam-webster.com/dictionary/student.
Cherry, K. (2020). What is perception? Very well mind. Retrieved from
https://www.verywellmind.com/perception-and-the-perceptual-process-
2795839
Social Studies (n.d). Collins Dictionary. Retrieved from
https://www.collinsdictionary.com/dictionary/english/social-studies
Social understanding (n.d). PACE Academy social studies resources. Retrieved from
https://www.pacek8.com/apps/pages/index.jsp?
Merriam-Webster (Accessed 30 Oct. 2021). Students. Retrieved from
https://www.merriam-webster.com/dictionary/student.
Students’ perception (n.d). Retrieved from https://text-
id.123dok.com/document/oy8x9klwq-definition-of-student-perception-
definition-of-teachers-performance.html
 29

CHAPTER 3

RESEARCH DESIGN AND METHODOLOGY

This chapter presented the procedures that already used in conducting the

study which generally aimed to determine the perception of students when it

comes to Social Studies subject. The discussion included the research design,

sources of data, respondents, research instrument, data gathering procedure and

statistical treatment.

RESEARCH DESIGN

The purpose of the study determined the perception of the students when it

comes to Social Studies subject. The study used a descriptive research design,

which is useful for obtaining information that describes existing phenomena and In

order to achieve the study's main objective. A descriptive-survey research design

aimed to know the extent to which different condition can be obtained among this

subject.

According to Barrot (2017), descriptive research aimed to observe and

report on a certain phenomenon by measuring variables as they occur. This study

is descriptive as it described the following: (a) Age, (b) Sex, and (c) Grade level of

the students. While, a survey research design is where a researcher measures the

relationship between two variables without controlling any (McCombes, 2020). It

can be applied in determining the perception and problems encountered by the

students towards social studies. In order to test specific hypothesis and to obtain

numerical data from the respondents, a quantitative approach was used. This
 30

method/approach are valuable since it saves time in the data gathering process by

covering a large number of people in a short period of time. The present study also

used checklist and Likert Scale because the undertaking determined if there is a

significant relationship between the students' perception on social studies subject

and profile of the students.

SOURCES OF DATA

The present study was determined the perceptions of students when it

comes to social studies subjects. The study used primary and secondary sources

of data. The primary data of this study were the response of respondents to the

instrument. The researchers used online surveys, experiments (hypothesis), direct

observation or communication with the participants through google forms or giving

a printed copy of questionnaire. The secondary data came from various literary

works and scholarly journals, articles and studies that was written and conducted

by other parties.

SAMPLING

The feedback coming from the research respondents will serve as the major

source of information that support and challenge claims over the different aspects

of this research. The chosen respondents are the students of Gubat National High

School from grade 7 to grade 10 level. The sample size is determined using the

Slovin’s Formula. It was used to calculate the sample size required to get a certain

confidence interval when sampling a population. This formula is used when you

don’t have enough information about a population’s behavior (or the distribution of
 31

a behavior) to otherwise know the appropriate sample size. (Statistic How To).

Moreover, with three thousand twenty students’ entire population size of Gubat

National High school falling in grade 7 to grade 10 level, ninety eight consisted the

sample size by the use of margin of error. The margin of error is a statistic

expressing the amount of random sampling error in the results of a survey. (Market

Research)

In determining the number of samples per grade level, the researchers

utilized a random sampling. Random sampling also known as probability sampling,

is a sampling method that allows for unbiased data collection, which lets studies

arrive at unbiased conclusions and for determining the availability of the

respondents.

RESEARCH INSTRUMENT

The quantitative instrument for this study is through checklist. Checklist is

one of the most common instrument for data gathering as it is intended to contain

information about condition or practices of which the respondents are presumed

to make generalizations concerning the population of the study . Thus, it is

important that the checklist will be designed to serve its purpose.

The research checklist was composed of two parts: Part 1 consist of the

respondents’ personal data and information such as name, age, sex, and grade

level. Part II entails the question proper which seek answer to the questions based

on the research problem. It describes the students’ perception of high school

students towards social studies subjects.

 32

DATA GATHERING PROCEDURE

After the validation of the instrument, the researchers secured a written

permit to the administrators of Bicol University Gubat Campus, to the principal of

Gubat National High School and also the Head Teacher in order to be allowed in

conducting the study. After given permission, the researchers explained the

purpose of the study to the selected respondents and then they made sure each

participant corresponds to their predefined criteria. Records from the prior teacher

adviser is useful enough for the needed data on the total number of the students.

The researchers collected the data by means of survey questionnaire that

comprises their age, gender, and grade level. The perception of the respondents

identified through the second part of the survey questionnaire that was given to

them.

The survey-questionnaire has been distributed to the target respondents via

online or through printed sheets. Those who can be reached out through email or

through any available social media were asked to accomplish the survey in Google

forms. Those who are limited by several factors to access the survey online were

provided with printed sheets. After, the respondents have taken the survey; the

papers were checked, tallied, tabulated, interpreted and analyzed.

 33

STATISTICAL TREATMENT

The data gather were tallied, tabulated and analyzed by the use of

appropriate statistical procedure. These included: frequency count, percentage

and weighted mean. The frequency count and percentage were used to determine

the ruling responses in the instrument to further analyze and interpret the data. In

problem 1 and 2, in order to measure and describe the information of high school

students in terms of their age, sex and grade level as well as their perception

towards social studies subject, the researchers used frequency count and

percentage. The hypothesis of the research was tested using Pearson Product

Moment Coefficient of Correlation.

 34

NOTES

Barrot, J. (2017). Understanding research methods and designs. Retrieved from

https:www.coursehero.com/file/68266609/WORKSHEET-NO-2docx/

McCombes, S. (2019). Descriptive research. Scribbr. Retrieved from

https://www.scribbr.com/methodology/descriptive-research/

Bhandari, P. (2020). An introduction to quantitative research. Scribbr. Retrieved

from https://www.scribbr.com/methodology/quantitative-research/

Fluet, B. (2021). What is perspective research? Retrieved from

https://invoke.com/blog/what-is-descriptive-research

Random Sampling. (n.d). The Economic Times. Retrieved from

https://m.economictimes.com/definition/random-sampling/amp

Margin of Error, (n.d.). What is margin of error – definition, calculation with

examples? Market research. Retrieved from
https://www.questionpro.com/blog/margin-of-error/amp/

Slovin’s Formula, (n.d). Slovin’s formula: What is it and when do I use it?.
Statistics How To. Retrieved from
https://www.satatisticshowto.com/probability-and-statisitcs/how-to-use-
slovins-formula
 35

CHAPTER 4

SOCIAL STUDIES SUBJECT: STUDENTS’ PERCEPTION

This chapter presents the discussions, findings, analysis, and interpretation

of the data gathered by the researchers .The discussions were arranged as

follows: profile of Junior High School students in Gubat National High School,

perception towards social studies subject and significant relationship of age, sex

and grade level between the perceptions of the students in social studies subject.

1. Demographic profile of the respondents.

a Age
Table 1. Age
Age Frequency Percentage%
12 4 4.08%
13 26 26.53%
14 26 26.53%
15 19 19.39%
16 16 16.33%
17 7 7.14%
18 0 0
19-Above 0 0
TOTAL 98 100%

Table 1 illustrate the age categories who took part in the completion of the

questionnaires. The data gathered shows that ages 13-14 constitute the majority

of the respondents garnering a percentage of 26.53% while, students’ ages 12

represents the least number of respondents gaining 4.08% of the total population.

This mplies that in range 13-14 years old perceived social studies in a positive

way. It is apparent that young people perceived social studies as being valuable.
 36

Cited in the article of University of the People that social studies is an important

subject that can help students become informed individuals in a variety of areas,

such as politics, citizenship, cultural awareness and some general knowledge of

world affairs. As they get older, they learn more about their civic duties and

responsibilities and get a better understanding of how the government and

economy work. All of this information can teach learners to be more well-rounded

individuals as they embark on another chapter of their life.

b. Sex

Table 2. Sex
Sex Frequency Percentage%
Male 28 28.57%
Female 70 71.43%
TOTAL 98 100%

Table 2 delineates the profile of high school students in terms of sex/gender.

It clearly shows that female students are dominant since it is occupy most of the

total research respondents with almost 71.43% while an equivalent of 28.57%

constitute the number of male respondents. This implies that majority of the female

respondents perceive more positively about the importance and usefulness of

social studies subject which contradicting the study of McTeer etal (1975)

concluded in their findings that female tended to like social studies less than male

because the content of the social studies curriculum is largely male-oriented.

c. Grade Level
 37

Table 3. Grade Level

Grade Level Frequency Percentage%
Grade 7 24 24.49
Grade 8 24 24.49
Grade 9 25 25.51
Grade 10 25 25.51
TOTAL 98 100%

Table 3 delineates the profile of high school students in terms of grade level.

It clearly shows that Grade 9 and 10 students occupy most of the total research

respondents with almost 25.51% while, an equivalent of 24.49% constitute the

number of respondents who are in Grade 7 and 8 level. According to Fraser, B. J.

he conducted the study about the students’ perception towards social studies and

concluded that as the grade level increases from grade 7-10 the perception also

changes..

2. Students’ Perception towards Social Studies Subject

Table 4 depicts the students’ Perception toward Social Studies Subject. It

was interpreted based on the answers provided by the students It clearly showed

that majority of the them answered “Agree” most of the given indicators pertaining

the positive perception toward social studies subject.

 38

Table 4. Perception

Indicators Weighted
Interpretation
Mean
1. Social studies is my favorite subject. 3.41 Agree
2. Learning social studies subject helps me to Agree
know the real world and our society. 4.01
3. Social studies ignites a curiosity about a 3.87 Agree
real world issues.
4. I like social studies because I learned 3.81 Agree
about culture and stuff
5. Social studies enables students to
understand the world and make educated 4.02 Agree
judgments about current issues.,
6. Social studies helps me to understand and
learn about government, political ideas that 4.14 Agree
can help me in the future
7. It could be a solution and an eye opener all
the problems we are encountered right now. 3.9 Agree
8. A bridge to learn how history and past link 4 Agree
to present and future.
9. It’s hard for me to learn because our 2.38 Disagree
teacher is boring.
10. Social studies is a boring subject. 2.35 Disagree
11. Topics are repeatedly discussed in social 3.36 Slightly Agree
studies subject.
12. Exposed more on reading textbooks,
answering a lot of questions and demanded 3.55 Agree
dates to memorize,
13. Inadequate teaching and learning 3.24 Slightly Agree
materials
14. Not interested in learning politics, history, Disagree
and social science discipline. 2.31
15. Social studies is a difficult subject. 3.22 Slightly Agree

TOTAL WEIGHTED MEAN 3.44 Agree

Based on the-indicators that provided above, results displayed that social

studies perceive more positively by the respondents. Students interpret social

studies helps to understand and learn about government, political ideas that can
 39

help them in the future in which obtained the highest weighted mean of 4.14

interpreted as “Agree” According to Masters in Education (2011), Social studies

imparts essential knowledge for students hoping to make informed decisions in the

future. By exploring world governments, conflicts, alliances, and political

affiliations, students gain a holistic view of how nations interact with each other.

Students will determine the causes of war, economic concerns of individual

countries, and how the world functions as the result of communications between

multiple nations. In contrast, Zhao and Hoge (2005) stated on their findings that

most of the students has a negative attitudes toward social studies because it is

consider as “irrelevant to their lives and to their future occupation and the reason

for the limited knowledge of basic topics and little or no social studies instruction.

The table also shows that most of the students also agreed in the following

indicator – (5) Social studies enables students to understand the world and make

educated judgments about current issues; (2) Learning social studies subject helps

me to know the real world and our society and; (8) A bridge to learn how history

and past link to present and future with almost weighted mean of 4.02, 4.01 and 4

respectively which implies that social studies help students explore how the main

themes of our history play a part in their everyday lives. Learning historical

accounts of how race, class, gender, language, and nationality affected people in

the past allows students to identify with the material in a more personal way that

transcends simple date memorization. By studying the history of the world gives

many students an appreciation and respect for the past. When learners know

about the past, it can better understand that history made the world as it is now.
 40

Recounting the biographies of others and the rise and fall of past civilizations

makes it possible to learn from the past and plan for a better future.

Moreover, some students disagreed in the indicators/statement such as it's

hard for students to learn social studies subject because of their teacher on which

obtained the weighted mean of 2.38, followed by 2.35 which students dislike the

subject because it is boring and the least weighted mean is ranging 2.31 stated

that students are not interested in learning politics, history, and social science

discipline. This implies that students do not believe that their teacher is boring and

the subject itself. Social studies teachers help build critical-thinking skills that

transform their students from mere observers in society to productive and informed

citizens. According to Weinstein, reported on their study that students from

secondary school were attracted to teachers who were warm, friendly and

supportive. They saw effective teachers as those who were able to command

clearly, discipline effectively their analysis indicates that enjoying Social Studies

was strongly associated with the teacher’s contribution, teaching democracy and

politics topics are also significant. It was also supported by the study of Garcia

(2020), showed that the Social Studies teachers execute lessons and provide

classroom settings in which the roles of Social Studies subject is to help the

students acquire knowledge and enhance understanding on society.

However it was contradicted by the study of Governale, who discovered that

teacher-centered and textbook-based social studies instruction had a negative

impact on students' attitudes toward the subject. It shows that many teachers

continue to depend on textbooks and lectures as a main tool for teaching. These
 41

methods focus traditionally on presenting information rather than taking an

interactive approach and also showing little interest in the subject when the teacher

dominates the class. Based from the study also conducted by Tomarong and

Quebada (2018), they revealed that the students perception in social studies was

boring because of the discussion were taught by the teachers and learning style

and strategies in teaching that affect the student’s boredom in Social Studies.

On the other hand, the findings also revealed that no matter how positive

and interesting the subject is, others still perceive it differently and difficult. It

means that the results indicated such as exposing them more on reading,

answering questions and memorizing; discussing the topic repeatedly; lack of

teaching/learning materials and stated that students perceived social studies as a

difficult subject to take are the factors/indicators why they’re having a negative

perception toward social studies subject. It was supported by the study of Faiz

(2020), shows that the instructional strategies a teacher uses in a social studies

classroom have an impact on student perception. Students find lectures and

Powerpoints boring and want to engage in other forms of learning that is more

active and engaging. According to Seloterio (2018), the study showed the sad

reality that most of the students perceived Araling Panlipunan negatively. The

contents of the subject are broad to comprehend and difficult in nature that it should

be taught in an expansive way. For these reasons, learners find it boring and

disinterested in the subject.

 42

3. Significant Relationship between the students’ perception towards social

studies subject and its demographic profile.
Table 5. To test the relationship between students’ perception toward social
studies subject and its profile, Pearson R or a correlation coefficient was used.

Profile of
The Perception r-value p-value Remarks
Respondents

Age Perception -0.006 .059439 The result is not

significant at p< .05.

Sex Perception -0.010 .922149 The result is not

significant at p< .05.

Grade Level Perception 0.212 .036474 The result is

significant at p< .05.

Based on the statistical treatment results in terms of age, r value is equal to

-0.006 and p – value is .059439 while in sex variable r value having an equivalent

of -0.010 and p-value of .922149.. Since p – value is less than .05 level of

significance, it means that there is no significant relationship between perception

towards social studies subject and age of the students as well their sex. This

implies that age and sex does not affect at all on how student perceive the subject.

In terms of grade level, r-value computed as 0.212 and p-value is .036474.

Since p – value is greater than .05 level of significance, there is a significant

relationship, it means that the students’ perception towards the subject have

significant relationship with their corresponding grade level

 43

4. Proposed Output based on the Result of the Study: Promotional Video

Presentation
Rationale

Based on the results of the study conducted, a promotional video

presentation containing the explanation of the perception of the students about

social studies subject, the results of the study and a discussion of how students

will be able to cope up with their problems and difficulties in learning social studies.

This video helps junior high school students to gain a knowledge on the role and

importance of social studies subject.

Specific Objectives:

• To raise awareness about the importance of giving attention on what

social studies bring on students’ lives and to have an opportunity to

widen their knowledge in understanding the reality and world

• To discuss the findings of the conducted study.

• To tackle the positive and other negative perception of the students.

 44

NOTES

Indeed Editorial Team (2021). The importance of Social Studies (and 9 benefits).
Retrieved from https;//www.indeed.com/career-advice/career-
development/importance=of=social=studies

Master in Education (2012). Teaching Social Studies. Retrieved from

https;//www.masters-education.com/teaching-social=studies/

Zhao Y., & Hoge, J, (2005). What Elementary students and teachers say about
social studies? The Social Studies, 96(5): 216-221. Doi:
10.3200/TSSS.96.5.216.221

Faiz, Melike, & Emine K (2020). Academic Motivation Levels of Secondary

School Students and their attitude towards a social studies course.
Review of International Geographical Education Online. Doi:
10.33403/rigeo.693769

Mcteer, J (1975). Student interest in Social Studies content and Methodology.

Journal of Educational Research, 67, 238-240

Fraser, B. J. (1981). Deterioration in high school students’ attitudes toward social

studies. The Social Studies, 72(2) 65-68. Retrieved from
https;//www.tandfonline.com/doi/abs/10.1080/00220973.1944.11019696
 45

CHAPTER 5

SUMMARY, FINDINGS. CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary, findings, conclusions, and

recommendations based on the data gathered by the researchers.

Summary

The present study determined the perception of the students in Gubat

National High School towards Social Studies subject. Specifically, it sought

answers to the following problems:

1. What is the profile of the students terms of :

a. Age

b. Sex

c. Grade Level

2. What is the perception of High School students towards Social Studies

Subjects?

3. Is there a significant relationship between students' perception on Social studies

subject and students' profile?

4. What is the problems encountered by high school students along Social Studies

Subjects?

This study is descriptive research, it aimed to determine the perception of

Junior High School students towards Social Studies subject. There are 98
 46

respondents in this study and they are the Grade 7-10 of Gubat National High

School whose age range from 12 to 19 above. The research instrument used in

the study is a questionnaire consisting of two parts – profile and checklist based

on the study.

Findings

Some of the salient or prominent findings of the study about the perception of

Junior High School students toward Social Studies subject are stated as follows:

1. What is the profile of the students’ terms of:

1a.Age

Junior High School students ages 13-14 constitute the majority of the

respondents garnering a percentage of 26.53% while students’ ages 12 represents

the least number of respondents gaining 4.08% of the total population.

1b.Sex

It clearly stated that female students are dominant since it is occupy most of

the total research respondents with almost 71.43% while an equivalent of 28.57%

constitute the number of male respondents.

1c.Grade level

The grade level which got the highest percentage is the Grade 9 and 10

students, as occupy most of the total research respondents with almost 25.51%

while, an equivalent of 24.49% constitute the number of respondents who are in

Grade 7 and 8 level.

 47

2. What is the perception of High School students towards Social Studies

Subjects?

In this area there are 15 indicators that shows the positive and negative

perception of the students towards social studies subject. The finding revealed that

students perceived social studies positively as it helps to understand and learn

about government, political ideas that can help them in the future, social studies

enables students to understand the world and make educated judgments about

current issues, learning social studies subject helps me to know the real world and

our society, a bridge to learn how history and past link to present and future, it

could be a solution and an eye opener all the problems we are encountered right

now, social studies ignites a curiosity about a real world issues, they like social

studies because they learned about culture and stuff, and lastly social studies as

their favorite subject got the general weighted mean of 4.14, 4.02, 4.01, 4, 3.9,

3.87, 3.81, and 3.41, respectively. On the other hand, students perceived social

studies as the topics are repeatedly discussed in social studies subject, exposed

more on reading textbooks; answering a lot of questions and demanded dates to

memorize; inadequate teaching and learning materials and social studies is a

difficult subject with the general weighted mean of 3.36, 3.24, 3.22, 2.38, 2.35 and

2.31, respectively.

3. Is there a significant relationship between students' perception on Social

studies subject and students' profile?

Since the p – value of age is .059439 while in sex having a p-value of

0.922149, it means that there is no significant relationship between age, sex and
 48

perception towards social studies subject. While in terms of grade level, p-value is

computed as .036474, it means that the students’ perception towards the subject

and grade level have significant relationship with each other.

Conclusions

1. What is the profile of high school students in terms of;

1a. Age

Majority of the students answered that social studies is an important subject

that can help students become informed individuals in a variety of areas, such as

politics, citizenship, cultural awareness and some general knowledge of world

affairs. As they get older, they learn more about their civic duties and

responsibilities and get a better understanding of how the government and

economy work. All of this information can teach learners to be more well-rounded

individuals as they embark on another chapter of their life.

1b. Sex

Majority of the female respondents perceive the value and utility of the

subject more favorably.

2. Students’ Perception towards Social Studies subject

Based on the responses given by the respondents believed that social

studies helps and teaches students about important events in history, politics,

government, to know the world and society and also about the responsibilities of
 49

the citizens. To promote Social Studies education in the schools teachers need to

consider the strategies they employ, the classroom atmosphere they promote and

the expectations they communicate to their students. In order to be effective in this

process it would be useful to ensure that there were no discrepancies between

teacher and student perceptions of the actual classroom environment.

3. Is there a significant relationship between high school students' perception on

Social studies subject and students’ profile?

Age and Sex does not affect the perception of the students while Grade level

have an impact to the perception of the students toward social studies subject.

4. Proposed Output

A video based from the results of the study is developed. It discusses how

students could be able to learn both negative and positive perception and to

promote the importance of studying Social Studies subject.

 50

Recommendations

As the study progressed, a few areas as suggested areas for future studies.

The recommendations are as follows:

1. Students should change their dispositions and perception toward the

Subject. They should learn to be positive about the subject and

encouragement to think about careers in social studies at an early age

because the earlier children start thinking about the careers they would

enjoy, the better off they would be when the actual time comes.

2. Videos and other ways of disseminating information must be developed

in order to strengthen campaign the usefulness and importance of social

studies subject.

3. Teachers of social studies should employ different methodologies in

teaching the subject and also should make the class more lively to solve

the problem of period of boredomness and difficulties on the part of the

learners in the teaching and learning process.

4. School should see it as point of duty to organize seminars, workshops

and symposia and as well promote all training teachers in social studies,

as this would help in ensuring the relevance of the subject.

.
 51

BIBLIOGRAPHY

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Parker, W.C. (2015). Social studies today. Research and practice. Washington,
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Osmanoğlu, A.E., & Osmanoğlu, U.O. (2021), TRT EBA Secondary school
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Mathé, N.H., & Elstad, E. (2018).Students’ perceptions of citizenship preparation

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Eryılmaz, O., Bursa, S., & Ersoy, A.F. (2018). Social studies teachers' and
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Khaled A.F. (2013). Students’ attitudes toward social studies education. The
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Del Rosario, H.J. (2015). Learning experiences in Social studies. Retrieved from
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Panay News (2017, February 4). Important of social studies today. Retrieved
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news/20170204/281900182943203

Ramiscal, J. (2021, May 11). Relevance of social studies amid Covid-19

pandemic. The Manila Times. Retrieved from
https://www.manilatimes.net/2021/05/11/opinion/letters-to-the-
editor/relevance-of-social-studies-amid-covid-19-pandemic/872164/amp

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Al-Gharibi, Z. (2009). Attitudes related to Social Studies with young adolescents

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https://www.semanticscholar.org/paper/Atttudes-Ralated-to-Social-
Studies-With-Young-in-Al-Gharibi
 53

Athlos Academies (2019, January 25). Social Studies: Preparing students for the
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Barrot, J. (2017). Understanding research methods and designs. Retrieved from

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Bhandari, P. (2020). An introduction to quantitative research. Scribbr. Retrieved

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Crisolo O.R., Camposano S., & Rogayan D. (2021). Relevance of social studies
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https://www.researchgate.net/publication/317341173_Relevance_
of_social_studies_in_the_21st_century_society_Students'_perspectives

Dhandhania, T. (2021). The importance of social studies in the school curriculum.

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school-curriculum/

Fluet, B. (2021). What is perspective research? Retrieved from

https://invoke.com/blog/what-is-descriptive-research
Frimpong, A. & Mensah R.O. (2020, March 21), Factors affecting Student’s
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Guimba, W.D., Aguino J.U., & Banissa A.G. (2016). Attitudes related to social
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Margin of Error, (n.d.). What is margin of error – definition, calculation with

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slovins-formula
Samsudin, A. (2017, August 30). Why study social studies? Retrieved from
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Seloterio, A.L. (2018). Simplified study guide: Its effect to the performance level
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Students’ perception (n.d). Retrieved from https://text-

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Tomarong, B.C., & Quebada, L.F. (2018). Causes pf students' boredom in social
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McLeud, S. (2016). Albert Bandura’s social learning theory. Simply Psychology.

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Bem, D. (1970). Self-perception theory.Retrieved from https://

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Margin of Error, (n.d.). What is margin of error – definition, calculation with

examples? Market research. Retrieved from
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Random Sampling. (n.d). The Economic Times. Retrieved from

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https://www.pacek8.com/apps/pages/index.jsp?
 55

APPENDIXES
Republic of the Philippines
BICOL UNIVERSITY
Gubat Campus
Gubat, Sorsogon

February 18, 2022

MS. ESTER M. FORTES

Master of Arts in Education
San Roque National High School

Sir/Madam:

Greetings of Peace and Prosperity!

The undersigned are 3rd year students of Bicol University Gubat Campus, currently
taking up Bachelor of Secondary Education Major in Social Studies with proposed
research study entitled: “Social Studies Subject: Students’ Perception.
In connection with this, the researcher humbly request your permission and
assistance to validate the attached self-made questionnaire. We are fully aware
about your expertise to provide such help in our study. We are looking forward to
your positive response. Thank you very much and God bless.

Very truly yours,

LESLIE JOY E. ESCULTURA
ROSE ANN F. ENGAY
Researchers
Noted by:

ALVIN D. LABAN
Research Adviser
 56

Republic of the Philippines

BICOL UNIVERSITY
Gubat Campus
Gubat, Sorsogon

SOCIAL STUDIES SUBJECT: STUDENTS’ PERCEPTION

To the Validators: Please tick a mark (✓) on the provided column as to indicate
whether the interview questionnaire are relevant or not in the study (based on the
SOP presented). The space for general suggestions or recommendations are
provided at the last paper of this form, please do not hesitate to write.

VALIDATION CHECKLIST

Number of Items Questions Yes No

DEMOGRAPHIC PROFILE
What is the profile of the students in
1 /
terms of;
1.1
a. Age /
1.2 b. Sex /
1.3 c. Grade Level /
PERCEPTION OF STUDENTS TOWARDS SOCIAL STUDIES
What is the perception of High
2 School students towards Social /
Studies Subjects?
2.1 Social studies is my favorite subject. /
Learning social studies subject helps
2.2 me to know the real world and our /
society.
Social studies ignites a curiosity
2.3 /
about a real world issues.
I like social studies because I
2.4 /
learned about culture and stuff
Social studies enables students to
understand the world and make
2.5 /
educated judgments about current
issues.,
Social studies helps me to
understand and learn about
2.6 /
government, political ideas that can
help me in the future
 57

A bridge to learn how history and

2.7 /
past link to present and future.
It’s hard for me to learn because our
2.8 /
teacher is boring.
2.9 Social studies is a boring subject. /
It could be a solution and an eye
3.0 opener all the problems we are /
encountered right now.
Topics are repeatedly discussed in
3.1 /
social studies subject.
Exposed more on reading textbooks,
3.2 answering a lot of questions and /
demanded dates to memorize,
Inadequate teaching and learning
3.3 /
materials
Not interested in learning politics,
3.4 /
history, and social science discipline.
3.5 Social studies is a difficult subject. /
Others please specify: /
Is there a significant relationship
between students’ perception on
3 /
Social studies subject and students’
profile?
What can be proposed to solve the
4 /
problems met?

Recommendation/s and Suggestion/s:

Indicators are valid. Those are the perceptions of the students regarding
social studies. The instrument will surely measures what it claims to measure.

Examined and Validated by:

ESTER M. FORTES, MAEd

Validator
(Signature over Printed Name)
 58

Republic of the Philippines

BICOL UNIVERSITY
Gubat Campus
Gubat, Sorsogon

February 23, 2022

MS. IVY GIGANTONE BARCELONA

Master 1
Matnog National High School

Sir/Madam:

Greetings of Peace and Prosperity!

The undersigned are 3rd year students of Bicol University Gubat Campus, currently
taking up Bachelor of Secondary Education Major in Social Studies with proposed
research study entitled: “Social Studies Subject: Students’ Perception.
In connection with this, the researcher humbly request your permission and
assistance to validate the attached self-made questionnaire. We are fully aware
about your expertise to provide such help in our study. We are looking forward to
your positive response. Thank you very much and God bless.

Very truly yours,

LESLIE JOY E. ESCULTURA
ROSE ANN F. ENGAY
Researchers
Noted by:

ALVIN D. LABAN
Research Adviser
 59

Republic of the Philippines

BICOL UNIVERSITY
Gubat Campus
Gubat, Sorsogon

SOCIAL STUDIES SUBJECT: STUDENTS’ PERCEPTION

To the Validators: Please tick a mark (✓) on the provided column as to indicate
whether the interview questionnaire are relevant or not in the study (based on the
SOP presented). The space for general suggestions or recommendations are
provided at the last paper of this form, please do not hesitate to write.

VALIDATION CHECKLIST

Number of Items Questions Yes No

DEMOGRAPHIC PROFILE
What is the profile of the students in
1 /
terms of;
1.1
a. Age /
1.2 b. Sex /
1.3 c. Grade Level
PERCEPTION OF STUDENTS TOWARDS SOCIAL STUDIES
What is the perception of High
2 School students towards Social /
Studies Subjects?
1. Social studies is my favorite
2.1 /
subject.
2. Learning social studies subject
2.2 helps me to know the real world and /
our society.
3. Social studies ignites a curiosity
2.3 /
about a real world issues.
4. I like social studies because I
2.4 /
learned about culture and stuff
5. Social studies enables students to
understand the world and make
2.5 /
educated judgments about current
issues.,
6. Social studies helps me to
understand and learn about
2.6 /
government, political ideas that can
help me in the future
 60

7. It could be a solution and an eye

2.7 opener all the problems we are /
encountered right now.
8. A bridge to learn how history and
2.8 /
past link to present and future.
9. It’s hard for me to learn because
2.9 /
our teacher is boring.
3.0 10, Social studies is a boring subject. /
11. Topics are repeatedly discussed
3.1 /
in social studies subject.
12. Exposed more on reading
textbooks, answering a lot of
3.2 /
questions and demanded dates to
memorize,
13. Inadequate teaching and
3.3 /
learning materials
14. Not interested in learning
3.4 politics, history, and social science /
discipline.
15. Social studies is a difficult
3.5 /
subject.
Others please specify:

Recommendation/s and Suggestion/s:

Factors that influence students’ perception in Social Studies subject can also be
included in the indicators.

Examined and Validated by:

IVY GIGANTONE BARCELONA, MAChemEd

Validator
(Signature over Printed Name)
 61

Republic of the Philippines

BICOL UNIVERSITY
Gubat Campus
Gubat, Sorsogon

February 18, 2022

MR. ANDY L. LLACER

Instructor
Southern Luzon Technological College Foundation
Pilar Incorporated

Sir/Madam:

Greetings of Peace and Prosperity!

The undersigned are 3rd year students of Bicol University Gubat Campus, currently
taking up Bachelor of Secondary Education Major in Social Studies with proposed
research study entitled: “Social Studies Subject: Students’ Perception.
In connection with this, the researcher humbly requests your permission and
assistance to validate the attached self-made questionnaire. We are fully aware
about your expertise to provide such help in our study. We are looking forward to
your positive response. Thank you very much and God bless.

Very truly yours,

LESLIE JOY E. ESCULTURA
ROSE ANN F. ENGAY
Researchers
Noted by:

ALVIN D. LABAN
Research Adviser
 62

Republic of the Philippines

BICOL UNIVERSITY
Gubat Campus
Gubat, Sorsogon

SOCIAL STUDIES SUBJECT: STUDENTS’ PERCEPTION

To the Validators: Please tick a mark (✓) on the provided column as to indicate
whether the interview questionnaire are relevant or not in the study (based on the
SOP presented). The space for general suggestions or recommendations are
provided at the last paper of this form, please do not hesitate to write.

VALIDATION CHECKLIST

Number of Items Questions Yes No

DEMOGRAPHIC PROFILE
What is the profile of the students in
1 /
terms of;
1.1
a. Age /
1.2 b. Sex /
1.3 c. Grade Level /
PERCEPTION OF STUDENTS TOWARDS SOCIAL STUDIES
What is the perception of High
2 School students towards Social /
Studies Subjects?
2.1 Social studies is my favorite subject. /
Learning social studies subject helps
2.2 me to know the real world and our /
society.
Social studies ignites a curiosity
2.3 /
about a real world issues.
I like social studies because I
2.4 /
learned about culture and stuff
Social studies enables students to
understand the world and make
2.5 /
educated judgments about current
issues.,
Social studies helps me to
understand and learn about
2.6 /
government, political ideas that can
help me in the future
 63

A bridge to learn how history and

2.7 /
past link to present and future.
It’s hard for me to learn because our
2.8 /
teacher is boring.
2.9 Social studies is a boring subject. /
It could be a solution and an eye
3.0 opener all the problems we are /
encountered right now.
Topics are repeatedly discussed in
3.1 /
social studies subject.
Exposed more on reading textbooks,
3.2 answering a lot of questions and /
demanded dates to memorize,
Inadequate teaching and learning
3.3 /
materials
Not interested in learning politics,
3.4 /
history, and social science discipline.
3.5 Social studies is a difficult subject. /
Others please specify: /
Is there a significant relationship
between students’ perception on
3 /
Social studies subject and students’
profile?
What can be proposed to solve the
4 /
problems met?

Recommendation/s and Suggestion/s:

The research questionnaire fits perfect to the study. Based on the
validation, the questions used will give valid data to be analysed by the student
researchers..
Examined and Validated by:

ANDY L. LLACER
Validator
(Signature over Printed Name)
 64

RESEARCH CHECKLIST
TITLE OF THE RESEARCH: SOCIAL STUDIES SUBJECT: STUDENTS PERCEPTION
WHAT ARE THE PERCEPTION OF THE STUDENTS TOWARD SOCIAL STUDIES
SUBJECT?
INTERPRETATION:
Strongly Agree – SA
Agree – A
Slightly Agree – SLA
Disagree – D
Strongly Disagree – SD

Profile of the Respondents INDICATORS

Grade 9 10 11 12 13 14 15
No. of Age Level Sex 1 2 3 4 5 6 7 8
students

D A S A D S D D A D S A A D S
1 12 7 L L L L
F A A A A
S S S S S S S S S S S S S S S
2 12 7 L L L L L L L L L L L L L L L
F A A A A A A A A A A A A A A A
S S S S S S S S S S S S S S S
3 12 7 L L L L L L L L L L L L L L L
M A A A A A A A A A A A A A A A
A A S A D A D D A S A A A A A
4 12 7 L L
F A A
D S A S S S S S S S S S S S A
5 13 7 A A D L A L A A A A A A
F A A
D A A S S S S S S A S S A S S
6 13 7 A L L L L L L L L L
M A A A A A A A A A
S A A A S S D D A S S S S A S
7 13 7 A L L L A A A A
F A A A
 65

S A S S D A D D S S A S S S S
8 13 7 A A L A A A L A A
M A A
A A S S S A S S A A A S A A A
9 13 7 L L L D D A
F A A A
D S D S S S D D A A S D S S A
10 13 7 L D D L A L L
F A A A A
S S S S D A S S A A S S S A D
11 13 7 L L L L L L L A A
F A A A A A A A
A A S A D A D D S S S A A S A
12 13 7 L L L L L
F A A A A A
S A D A D S D D S S A A S S S
13 13 7 L L A A L L L
F A A A A A
D D A D A S S S D D A A A S S
14 13 7 L L L L A
M A A A A
D S A S S A D A A S A S A D D
15 13 7 L L L A L
M A A A A
D S S A A A A A A S A S S S S
16 13 7 L L L A A L A
M A A A A
A S D S S S D D S D S S S D S
17 13 7 A A D L A A A A A
F A
S S S S D A S S S S S A S S S
18 13 7 L L L L L L L L L L L L
F A A A A A A A A A A A A
S A S A D S D D A S A A A D S
19 13 7 L L L L A
F A A A A
A S S S D S D D S A S S S S S
20 13 7 A L D A A A A A A A
F A
A A S A D A S D S S A A A A S
21 13 7 L L A A A
F A A
S D S S D S S A S S D S D A D
22 14 7 L L L D L L L L
M A A A A A A A
S A D A S A D D S S S S A S S
23 14 7 L D A L L L L L
F A A A A A A
 66

D S S S D S A A A A S S S S S
24 14 7 A L L L A L A L A
F A A A A A
S A S A S D D D A D S S A A S
25 13 8 F L L A A A L
A A A
S S A A S A S D A S A A A S S
26 13 8 F L A D L L L L
A A A A A
A A A A D A D D A A A A A D A
27 13 8 F
A S A S S S S D A A A A S S A
28 13 8 M A A D L L A D
A A
S A A A S A D D A S A A A S S
29 13 8 F L L L L L
A A A A A
S A A A D S D D A S A A S D S
30 13 8 F L L L A L
A A A A
S A S A D S D D A D A A A A A
31 13 8 M L L L
A A A
A S S A D D S D A D S A A S A
32 13 8 F L L D L L
A A A A
A A S A D S D D A S A A A D A
33 13 8 F L L L
A A A
A S S A S D D S S S A S S S A
34 14 8 F A L D D A L A A L
A A A
S A S A A S D S A S S A A S S
35 14 8 F L L L L L A L L
A A A A A A A
14 A A S D D S D D S S D S S S S
36 8 F L L A L A L L L
A A A A A A
A S S A D S D D S A A A A A A
37 14 8 F A L L A
A A
A S D A S A D D A A A A A S A
38 14 8 M A D L
A
S A S S A S D D S S S S S S S
39 14 8 M L L A L L L L L L L L
A A A A A A A A A A
A A S A D A D D S S A A A D A
40 14 8 F L A L
A A
 67

S A A A A S D S A A S S S S S
41 14 8 M L L L A A A L L
A A A A A
S A S A S S D D A S S A A A S
42 14 8 M L L L L L L L
A A A A A A A
A S A A D A S S A A A S A S A
43 14 8 F A D D L L
A A
A A A A S A S S A D A S S S A
44 14 8 F D L D L L L
A A A A
A S S A D A D D S A A A A A A
45 14 8 F A L A
A
S A D S D S S S A D A A A D S
46 14 8 F L L L D D A
A A A
A A S A D A D D A S A A A S S
47 14 8 M L L L L
A A A A
S S A S D S D D A S A A A S A
48 14 8 M L A A L L L
A A A A
S S A S D A D D S A A A S S S
49 14 9 F L A A A A L A
A A
A S S S D S A S A A S A D S A
50 14 9 F A A A L L A A
A A
S A S A D A S S S S A A A S S
51 14 9 F L L D L A L L L
A A A A A A
A S S S D A D S S D A S A D A
52 14 9 F A L A L A A
A A
A A A S D D D D A S S S A A A
53 14 9 M L L L L
A A A A
S A S S S S S D A S S S A S A
54 14 9 F L L A L A L L L L L
A A A A A A A A
A S S A D A D S A S A A S S A
55 14 9 F A L D L L L
A A A A
D A A S D S D S S S S S S D S
56 14 9 M A A D A A A A A A
A S S S D S D D A S S S S S S
57 15 9 F A L A A L A A A L A
A A A
 68

S A A A S S A S A D A A A A S
58 15 9 M L L L L L
A A A A A
A A A A A A A A A A A A A A A
59 15 9 F
S A A S A A S S S A A A A A A
60 15 9 M L A L L A
A A A
S A S A S A D D S A A S A A A
61 15 9 F L L D A A
A A
A A A A D A D D A A A A A D A
62 15 9 F
A A S S S A S S S A S A S A A
63 15 9 M L A D D D A A A
A
A S S A S S D S A S A D A A S
64 15 9 F L A D A D A L
A A
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65 15 9 F A L D A L A A L
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66 15 9 F L L D D L L L L
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67 15 9 F L L D L L L D L
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68 15 9 M L L L L L L
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69 15 9 F L L L L L L L L
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70 15 9 F L L L A A
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71 15 9 F A L A L A A A A A
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72 15 9 F L L L L L L L L A
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73 16 9 F L
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74 15 10 F L L L L L L L A L
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 69

D S S A A S S S A A A S S A D
75 15 10 F L L L A A A L
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76 15 10 M L A L A A A L
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 70

A A D A D S S D A S A A A S A
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 71

CURRICULUM VITAE

I, PERSONAL DATA

Name: Leslie Joy E. Escultura

Address: Nato, Gubat, Sorsogon

Date of Birth: May 31, 2001

Civil Status: Single

Parents: Ma. Lilibeth E. Escultura

Joseph E. Escultura

II. EDUCATIONAL BACKGROUND

Elementary: Nato Elementary School

Nato, Gubat, Sorsogon

(2007 – 2013)

Secondary: Bagacay National High School

Bagacay, Gubat, Sorsogon

(2013 – 2019)
 72

CURRICULUM VITAE

I, PERSONAL DATA

Name: Rose Ann F. Engay

Address: Paco, Gubat, Sorsogon

Date of Birth: January 9, 2000

Civil Status: Single

Parents: Rose F. Engay

Alejandro G. Engay

II. EDUCATIONAL BACKGROUND

Elementary: Paco Elementary School

Paco, Gubat, Sorsogon

(2007 – 2013)

Secondary: Bagacay National High School

Bagacay, Gubat, Sorsogon

(2013 – 2019)